SPECIAL ISSUE, VOLUME 8 (WINTER 2025)

Equity, Diversity, and Inclusion (EDI) in Practice, Education, and Research in Health: Issues, Realities, Challenges, and Perspectives

Proposed Topics for Articles in the EDI-Focused Special Issue

EDI in the Training of Healthcare Professionals

Several studies have shown that individuals from historically marginalized groups (HMG) or equity-seeking groups are still underrepresented in medical programs (Bahrini, 2022) and health-related professions (Nguyen, 2023). While there has been progress for ethnic minorities, racialized individuals, and the 2SLGBTQ+ (2S: Two-Spirit; L: Lesbian; G: Gay; B: Bisexual; T: Transgender; Q: Queer; I: Intersex and +) communities (Majerczyk, 2023), barriers continue to exist (Majerczyk). Research indicates (Ganek, 2023; Majerczyk) that fostering a diverse student and faculty body in healthcare programs is essential for enhancing healthcare outcomes across different communities. Despite ongoing efforts to address inequities and biases in healthcare and academic settings, challenges persist, particularly concerning compensation, representation in specialties, and career advancement opportunities (Blanchet Garneau, 2021; Cohen, 2020; Tricco, 2021). In this context, what about systemic discrimination in nursing or health faculties? What are the proposals for improving access to healthcare training programs and better career advancement?

EDI in Health Research

Individuals from HMG face racial inequities (Doll, 2018) and remain underrepresented in research. Numerous studies have emphasized the importance of diversifying research teams (Burke, 2014; Kahn, 2022), by including women, individuals from underrepresented ethnic groups (Saltzman, 2021), and those with disabilities (Rios, 2016). Research methods such as community-based research, participatory approaches, and partnerships with patients have been shown to offer significant benefits (Brown Speights, 2017; Canadian Institutes of Health Research, 2019; Desai, 2019; Israel, 1998; Loignon, 2021; Otis et al., 2015; Warman et Goldmann, 2015). However, engaging marginalized individuals and communities can pose challenges. Many individuals may not feel safe or may perceive that their cultural differences are misunderstood (Brown Speights) or may view certain topics, such as mental health as taboo (Desai). Considering these issues, how should we approach EDI in health research? What strategies can ensure fair participation of HMG individuals? What role should EDI play in health funding and dissemination of research findings? How can EDI be integrated into research teams and designs? Additionally, how can we adopt a decolonial perspective that honors local visions and knowledge?

EDI Initiatives to Enhance Healthcare Accessibility

Disparities in access to adequate healthcare for HMG individuals remain a persistent issue (Daley, 2020; Kalich, 2016; Kurzawa, 2022). Access to health services for HMG is a pressing matter marked by deep disparities related to factors such as minority identities, economic status, or geography. To address these gaps, a range of interventions can be implemented, including social coverage, integrated or near-HMG care structures and services, and targeted training for HMG individuals as well as healthcare professionals, caregivers, peers and community workers. What strategies can we employ to optimize the treatment and support provided to them? Furthermore, what is the nature of the relationship between HMG patients and healthcare personnel?

EDI for Human Resources Management Practices in Health Institutions

While there is considerable literature on EDI measures in healthcare and patient services, particularly in the United States, research on human resources management practices within EDI-focused organizations in the health sector remains limited (Ni Luasa et al., 2023). This is notable given the increasing diversity of healthcare personnel; the migration of healthcare workers, especially doctors and nursing staff, has surged since the 2010s (Organisation for Economic Co-operation and Development, 2019). Individuals in these roles often face discrimination, racism, and challenges such as skills recognition and language barriers (Bellemare, 2020; Duchesne, 2023; Gauvin et Bilodeau, 2024; Ghazal, 2020). To address these issues, healthcare workplaces are adopting management strategies, inclusion policies, and training programs aimed at fostering the integration, retention, and sense of belonging among healthcare professionals. However, these practices would benefit from thorough evaluation and documentation (Covell et al., 2016). In this context, how can healthcare institutions effectively promote inclusion? Why is this important? What strategies can be leveraged to address the challenges of recruiting, retaining, and advancing the careers of HMG individuals? How can the implementation of these measures be documented and evaluated?

Submit your work, in French or English, no later than February 28, 2025.

Submission of the article: see the instructions on the journal’s website at https://sips-snahp.ojs.umontreal.ca/index.php/sips-snahp/about/submissions

Types of articles considered by the journal: https://sips-snahp.ojs.umontreal.ca/index.php/sips-snahp/articlestype

 

References

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Blanchet Garneau, A., Bélisle, M., Lavoie, P., & Laurent Sédillot, C. (2021). Integrating equity and social justice for indigenous peoples in undergraduate health professions education in Canada: a framework from a critical review of literature. International journal for equity in health, 20(1), 123. https://doi.org/10.1186/s12939-021-01475-6

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